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The word “creative” can mean so many aspects of a child’s development. I will be looking at why creative development is an important part of children’s play and why it should be funded by the government. I will show how I support creative learning within my setting and allow children to go beyond their expectations. I will look at what links creative development has with the Early Years Foundation Stage documentation (EYFS) and how children reflect on their own learning through creative play.

Children’s learning begins from early age and sets the foundations for their future learning and development Creative development is provided within settings through role play, music, dance and messy activities. Creativity can stem to a range of other things to, such as problem solving, knowledge and understanding of the world, Personal social and emotional development and physical development. Under each of my headings I will provide evidence to support practices at my setting and look at theories that may support creative development.

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When creative activities are set out for children they can gain a great deal of satisfaction and it can increase the child’s confidence and self esteem. Children do not necessarily have an end product in mind but they may just want to explore and enjoy the creative materials they are using. Children are learning all the time and we as practitioners need to make learning fun and enjoyable. It is important that we provide enough opportunities for children to develop creatively we can do this by providing resources that they may not have access to at home and offering support in exploring these materials.

I will firstly look at within my assignment how children acquire creative skills from an early age and make links to the EYFS looking at the developmental matters and stages that children should be reaching creatively. I will then go on to look at how practitioners support children with creativity within the early years and put theory into practice and then go on to look at what the EYFS offers to children in support of creative development and how we as practitioners provide opportunities within the setting for creative play.

I will also write about why creative play is important and how it has links to the other learning areas within the EYFS. Lastly I will look at children being able to reflect on their own practices and what they can learn from talking about activities they have done and reflect on aspects of the play that they have learnt from within this I will talk about The Spiral and how children learn from free play and work up to the accreditation. As practitioners we are good observers and reflectors and should encourage children to reflect on their experiences to.

From children’s reflections you can the look at where an activity should go next and how you can adapt that activity to support the individual child’s learning. From the beginning Children can learn from as young as newborn. They begin to learn skills such as grasp, facial expression, textures, smells and sounds. The first sign of a child’s creativity begins with exploring sounds and listening to familiar voices around them. They may link these sounds to key people such as their parents, siblings, grandparents or carers.

The process of a newborn is to become familiar with its surroundings and to sense a gain of belonging. They can gain this from bonding with its parents. As the child gets older they begin to learn new skills and have more opportunities in which they are able to explore. They become more inquisitive and like to have free flow of activities within the setting they are in and practitioners need to encourage them to explore the surroundings without taking charge of their play.

Children need to acquire a feel for the activity in which they are exploring and we need to help support them in meeting the EYFS development matters as this then goes towards practitioners assessments of children’s individual needs and helps towards discussions at parent’s evenings when discussing a child’s performance. The requirements for creative play are as follows: “Children’s creativity must be extended by the provision of support for their curiosity, exploration and play.

They must be provided with opportunities to explore and share their thoughts, idea’s, and feelings, for example through a variety of art, music, movement, dance, imaginative and role play activities, mathematics, design and technology. ” Practice Guidance for the Early Years Foundation Stage, Dfes 2007. For babies we offer opportunities for them to explore a wide range of materials and resources such as musical and light toys and natural ‘holistic’ objects such as brushes, wool, saucepans, utensils, wood, sponges and a range of different textured fabrics.

Babies use the senses to acquire the skills of play they explore by using their hands and eyes. Piaget suggested that children gradually learn to understand the properties of the objects that they played with – whether they are hard or soft, or big or small; whether the have a right or a wrong way up; whether their shape changes or stays the same; whether they taste or smell good, and so on. Penn. H, (2005) ‘Understanding Early Childhood Issues and Controversies’, London. Babies learn so much from exploratory play and we as practitioners provide them with a safe and secure place to do this.

We let the children take risks which they may not be able to do at home such as having out glass jars or blunt cutlery, pasta and other exciting and interesting objects in which they can play with and learn from. Children are more likely to learn through play if you make it exciting for them and you help in supporting their play. When a child first comes to you within a childcare setting its important to find out what they are interested in that way you can look at your planning and incorporate the interests of the child and help support them in their development.

I feel that the government should help with funding child’s play experiences be that through Stay and play sessions so that you can work together with parents and support them in letting their children play and offer activities that they can continue with at home with the child and make their own observations and assessments and bring them to other sessions and share their experiences with others. You are never too old to play. Play is the foundation of learning life skills as you grow into adulthood. Supporting creativity in the Early Years

When supporting children within their play you should aim to provide minimum intervention in children’s play activities while keeping them safe from harm. You should support rather than direct their play and help create a play environment that will stimulate their self directed play and provide maximum opportunities for them to experience a wide variety of activities. You can show support within children’s play by providing flexible planning and enable them to choose from a broad range of play opportunities both indoors and outdoors.

You should support their play by giving the child a choice of whether or not they wish to be involved in the play activity. By giving the child plenty of space to play especially when they are taking part in physical and imaginative play and to provide challenging play opportunities to avoid boredom; risk taking is part of the enjoyment of play. Creative play allows children to express their feelings through art, music, role play, singing and story telling.

It is important that as practitioners we introduce new concepts of play to children in order to expand on their existing knowledge. For example a child does not automatically know which side to put the paint on when engaged in a printing activity and children often fail to identify the correct side of the paper to apply glue to when making a collage. Children will try and solve problems by a process of trial and error but if we as practitioners intervene in this process it may help the child from giving up on the activity through anger or frustration.

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